**9.2 The physical space and time: realised through activity**

The material-economic arrangements identified were *time, participation and structure.* To have time to do this project with quality was something that all four preschools discussed, and they compared how the conditions were at the four preschools. They are all small units. "When someone in the staff is sick or absent for another reason, it can be difficult to find a replacement, and even if we get a substitute, it is difficult to run the project because it requires knowledge and to be involved in our process" (preschool teacher nr 2). Another of the preschools can have staff that works during days and weeks when there is a need to replace some teacher who is out of work for some reason. "Our preschool has an experienced retired substitute who can come and work when we have an illness or absent staff. We have had the opportunity to involve her in the work with the action research, which is very positive. (Middle leader, 1) The preschool teachers mentioned that knowledge is required to participate in a project like this, but they point out that all staff participate and that they have interested principals. Material-economic arrangements made it possible for all staff to join at the start of the project to share experiences and expectations of the project and take part in an introduction to action research that the researcher arranged. The preschool staff had varying conditions regarding time and opportunities to analyse and plan new steps.

In contrast, the actual action research procedure took different lengths of time for the preschools to start up. The activities presented to the preschool children can be seen as didactic choices (actions) where the staff tries to achieve the curriculum's requirements regarding offering good care with a balance between activity and rest [11]. The experience from one preschool to giving more structured warm-up exercises to create calm was also a knowledge that was important for them.

#### **9.3 The social space realised through power and meetings**

The identified socio-political arrangement was a *common goal* and *relations*. All staff at the four preschools participated in a joint meeting for about 4 h, where they were given an introduction to action research by the researcher and had the opportunity to share their experiences and discuss the upcoming project work. On this occasion, the participants worked in cross-groups and defined and discussed what feedback in the form of pulse-raising activities and rest for the children was for them. After this activity, they expressed how valuable it was to discuss the project, present their preschool to other professionals, and participate in how they wanted to go further with the action research activities. The following quote expresses several participants at the meeting: "It was very inspiring to discuss how we perceive recovery and how others carry out pieces of training. We were divided into groups, enabling us to participate in the other preschools' planned arrangements. It became clear that we have premises and activities that differ, but it is also a strength that we are small preschools and work towards the same vision. We wish for more occasions when we can meet "(preschool teacher 5). The municipal schools have networks that the municipality arranges. We want to create something similar with the staff of these preschools who are here today. The preschool teachers have a relational focus by attending to the children's opinions and experiences. How children should be treated in the preschool is described in the curriculum's goals, which means that the staff in the preschool must show care for each child and create positive relationships between child and adult and between children. The team must also attend to the children's opinions, which is done in the action research project where children's experiences and experiences of recovery in preschool are considered. The national framework in the form of the curriculum's intentions was essential for developing the project. These studies assess the curriculum as a social-political arrangement that affects the relational aspects of preschools.

### **10. Discussion**

With the support of practice architecture [46], arrangements have been made visible to understand preschool staff and children's experiences of activities that provide well-being in preschool. It also shows what promotes or hinders the work towards creating learning environments and activities that contribute to children's inner sense of well-being. The project is in an initial phase, but the narrative points to common and different experiences from staff and children from the four preschool units. The practice is shaped by the cultural-discursive, material-economic, and social-political arrangements that frame the practice and constrain or enable how it is shaped. By illuminating the semantic space, it was identified that knowledge was essential and that the concepts used in the actions should be perceived similarly to create a common platform for children and adults. Regarding the physical space, time for improvement work and participation with reflection were identified as necessary for the processes, and previous results support this [25, 31]. One preschool team concluded that structure was influential in implementing activities, a design based more on the children's needs than on the pedagogues being allowed to implement activities based on their interests, a goal in the Swedish preschool curriculum [11].

The study shows that preschool children could give valuable insights about their opinion of their inner well being, which confirms earlier studies [8]. All four preschools worked in line with the curriculum [11], and involved the children in the project and listened to them, and their voices and perceptions provided insight into their experiences of what recovery might be. It follows challenges for the preschool to make use of the children's views to create recovery for all children, for example, considering that rest can also be stressful. The middle leaders discussed in a common meeting that children's participation in the project can strengthen their social value, as Wigfield et al. [17] point out. The children's opportunities to participate in a project like this make visible a meeting between staff and students that is framed by the social space according to the practice architecture. The pedagogues in the study experienced action research as a possible way to gain knowledge about a phenomenon and contribute to collegial discussions. They also stated that documenting and observing is something they do, but doing it systematically and taking a research approach was difficult. Finally, relations between the actors in four preschool, and a common goal were identified as appreciative and developing in the actions carried out and analysed regarding the social space. There were limitations in this study that have to be mentioned. It is a small study with few participants, and it is not possible for generalising. The study's analysis tools are the three arrangements that practice architecture consists of in order to refine the analysis. They are tools and are limited even if they enable a way of understanding the practice and the experiences around a phenomenon. At the same time, the three arrangements can provide an understanding of the action research project that is carried out at the four preschools and contribute to continued development work.
